Question #1
[Lower-order thinking]
When it comes to learning strategies, what is the difference between overt and covert strategies? List examples of each type. (knowledge and understanding)
Question #2
[Higher-order thinking]
Suppose you are an elementary teacher in the grade level of your choice. Several of your students only have a vague awareness of their own thinking. Construct a plan for teaching metacognition skills and learning strategies that are developmentally appropriate for these students. Support your ideas with examples. (create and synthesize)
1. Overt learning strategies are strategies that are apparent and observable in one's behavior. An example of an overt strategy might be something such as taking notes, summarizing, or verbally discussing. Covert learning strategies are just the opposite. These are strategies that are not apparent and observable in one's behavior. Covert strategies include asking yourself questions of understanding, visualizing with mental pictures, or relating emotionally.
ReplyDelete2. If I am an elementary teacher for fourth grade, it is about time my students begin understanding their own thinking by practicing metacognition. When beginning a science lesson I want to offer my students the opportunity to understand how they are approaching this lesson. By addressing certain questions, they can look at their own thinking in order to guide their learning throughout the lesson. I would plan to introduce the the topic being plant and animal cells. Before I start any instruction I would tell students that it is important to think about your own thinking in order to effectively process new information. I would have them quickly journal their thoughts to questions like: How do you feel about plant and animal cells? What are you worried about? What are you looking forward to learning about plant and animal cells? This could be practiced when introducing many different lessons and would hopefully get students in the practice of thinking in a metacognitive way.